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Aubrey, K and Riley, A (2020) Understanding and Using Challenging Educational Theories. London: Sage

Bates, B (2019) Learning Theories Simplified (and how to apply them to teaching). London: Sage

Illeris, K. (2016). How We Learn. Oxon: Taylor and Francis. [available online through Staffordshire University Library]

Machin L, Hindmarch D, Richardson T, Murray S (2020) A complete Guide to the Level 5, Diploma in Education and Training (3rd ed), Northwich, Critical Publishing. [available online through Staffordshire University Library]

Robinson, D. (2019) Classroom Behaviour Management in Further, Adult and Vocational Education - Moving Beyond Control? London: Bloomsbury. [available online through Staffordshire University Library]


Weblinks:

Decolonising the Curriculum:
https://treventour1995.medium.com/how-can-education-decolonise-the-curriculum-and-neglect-teacher-training-1a326a22c0ad

The Education and Training Foundation (ETF): The New Professional Standards
http://www.et-foundation.co.uk/
Staffordshire University Academic and Study Skills Portal:
https://libguides.staffs.ac.uk/study-skills

Staffordshire University Harvard Referencing Guide:
https://libguides.staffs.ac.uk/refzone/harvard

You will be encouraged to explore and critically analyse peer reviewed journals in relation to pedagogy and your subject specialist area.

The purpose of the module is to develop your knowledge and skills to include application of theories, principles and models of learning, communication, assessment and curriculum development within your own area of specialism.

1. Extend and apply knowledge of concepts and models of inclusive and sustainable curriculum design in own subject specialism.
Application, Problem solving, Analysis

2. Demonstrate a systematic understanding of theories and principles of inclusive learning and assessment in education and training to develop own subject specialism.
Knowledge and Understanding
Learning

3. Demonstrate a systematic understanding of theories and principles of communication in education and training to develop own subject specialism.
Knowledge and Understanding
Learning

Coursework: A critically annotated scheme of work for 20 hours of learning in own specialist area of teaching. LOs 1-3



Formative assessment:

Practical observations to develop inclusive practice in teaching and learning

Diagnostic assessment of minimum core for personal and professional skills

Personal development of Maths, English, digital and wider skills

The purpose of the module is to develop your knowledge and understanding of theories, principles and models applied to sustainable education and training. It includes application of theories, principles and models of learning, communication and assessment in education and training, the application of theories and models of curriculum development within own area of specialism (subject specialist pedagogy and pedagogical content knowledge), and the application of theories and models of reflection and evaluation to your own area of teaching and learning. As part of the learning, you will develop your knowledge of the ETF Standards (2022). The module is mapped to the Learning and Skills Teacher Professional Standards.

As part of formative assessment, you will also explore diverse educational cultures and global competencies. You will learn how to apply this theoretical knowledge to develop beyond lesson planning into the practical planning of modules/units and courses of study, a vital employability skill. There will be opportunities to research LGBTQ+, decolonising the curriculum and barriers to learning.

You will be supported in terms of content, academic writing and research skills,with the use of scaffolding, worked examples and academic study support. There will be opportunities to develop critical analysis in reading and writing, and how to demonstrate systematic understanding of theories and principles of teaching and learning in your assessment.

You will learn through learning, teaching and assessment strategies that have been carefully devised to take into account that you and your peers bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others. Formative assessment for learning will run throughout the module through. Pair and small group work is an important aspect of the approach to learning on this course.



Building on the strategies used in Module One, you will acquire knowledge and understanding through a variety of activities including, face to face delivery, presentations, individual and group tutorials, online synchronous and asynchronous sessions, discursive seminars, independent and directed learning and workshops in order to facilitate informed critical reflection. In addition to this, you will engage with your workplace mentor to support and broaden your learning experience and help you to make the connections between theory and practice in your own teaching and learning.



You are expected to assume ownership of your learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation. Through independent study and extension activities, you will be able to determine specific areas of own interest for a more in-depth exploration of your own subject specialism.



The combination of teaching and learning approaches will help you to develop a deeper understanding of the teacher role and responsibilities and the emphasis on reflecting and developing practice will enhance your professional development and provide progression opportunities.

The student will need to have access to a minimum of 150 hours of teaching and learning across the whole of the four modules of the course.

The student will also need access (across the four modules) to a further 20 hours in a different specialist area, either in a different organisation or within their own organisation. Th